The QUT Information Literacy Syllabus is a resource for academic teaching staff and teaching librarians to facilitate the design, development, delivery and evaluation of curriculum pertaining to information literacy and teaching and learning.
The Syllabus is based on the 7 standards used in 1st edition of the Australian Information Literacy Standards, namely:
- The information literate person recognises the need for information and determines the nature and extent of the information needed
- The information literate person accesses needed information effectively and efficently
- The information literate person evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
- The information literate person expands, reframes or creates new knowledge by integrating prior knowledge and new understandings individually or as a member of a group
- The information literate person classfies, stores, manipulates and redrafts information collected or generated
- The information literate person understands cultural, ethical, legal and social issues surrounding the use of information and accesses and uses the information ethically, legally and respectfully
- The information literate person recognises the importance of information literacy to sustain lifelong learning
The following components can be used independently or interdependently to guide practicioners on what intervention is to occur and how it can take place:
- The Proficiency Maps articulate generic levels of proficiency across Years 1 - 4 at the Examples level of the Standards. For this purpose, three levels of demonstrated ability - elementary, proficient, and advanced - have been specified, and colour-coded for ease of use
- The Learning Pathways have been designed to articulate discipline-specific levels of proficiency, again at the Examples level of the Standards. The Learning Pathways, together with the Faculty Proficiency Map, provide guidance as to what intervention has to occur.
- The Acquisitions Table is designed to advise the practicioner how the intervention is to occur for acquisition of the knowledge and skills to take place. Examples of the Outcomes levels of the Standards have been classified as requiring one of three types of interventions: developmental, consequential, or attitudinal
Download syllabus with proficiency map with acquisitions [MS Excell format]
Proficiency Map
The Proficiency Map articulates generic levels of proficiency across Years 1 - 4 at the Examples level of the Standards. For this purpose, three levels of demonstrated ability have been specified (and colour-coded for ease of use):
- Elementary (green) - the student has a basic understanding of the concepts associated with this task and can perform most of the relevant skills with little or no guidance.
- Proficient (yellow) - the student understands all of the concepts associated with this task, can demonstrate mastery of all the relevant skills, and apply them with no guidance.
- Advanced (red) - the student exhibits a thorough understanding of all the concepts associated with this task, understands the contexts within which they apply, and can perform all relevant skills independently and at the highest level across a range of contexts
Acquisitions table
The following three acquisition types address how the different intervention methods occur:
- Developmental - task-specific skills requiring direct and planned intervention
- Consequential - secondary-level skills learnt as a result - or consequence - of direct and planned intervention
- Attitudinal - knowledge and concepts which underpin task-specific and secondary skills development that develop over time and with experience